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For today's task students will be split in two groups; for and against. They will be required to argue there side on conscription. They must use evidence and justification to back up their points. The link above provides sources on both sides.

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Are you in favour of the Government having, in this grave emergency, the same compulsory powers over citizens in regard to requiring their military service, for the term of this War, outside the Commonwealth, as it now has in regard to military service within the Commonwealth?

First 'referendum': 28 October 1916

Are you in favour of the proposal of the Commonwealth Government for reinforcing the Commonwealth Forces overseas?

Second 'referendum': 20 December 1917

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Are you in favour of the Government having, in this grave emergency, the same compulsory powers over citizens in regard to requiring their military service, for the term of this War, outside the Commonwealth, as it now has in regard to military service within the Commonwealth?

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This resource is a Treasures Gallery Access Program, supported by National Library Patrons. Using this resource This resource is aligned with the Australian Curriculum: History for Year 9 students. It adopts an inquiry learning approach that develops students’ skills as historians. The resource enga…

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The general capabilities for HASS play a significant role in the Australian curriculum and thus greatly impact the learning on you, the students. To understand your responsibility as a student you must first understand the capabilities for this subject area. Below I have broken this down for you to help you understand each area.

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Achievement Standards - copied from QCAA

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Achievement Standards - copied from QCAA

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Your activity for this week is to create a poster that answers the following question:

What was the significance of World War I?

You must use colour, include one picture and one reference.

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The link above takes you to a video that explains the SAMR Model. It explains how the model can be applied and how it enhances your students learning.

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What is the SAMR Model and what does it look like in schools?

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This weeks Kahoot looks at thew causes of world war I.

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Play this kahoot titled World War 1 Causes

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This online resource provides information on WWI.

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National World War I Museum and Memorial

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Education Resources | National WWI Museum and Memorial

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WWI Education Resource Archive - A comprehensive collection of curriculum and primary sources on the Great War.

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This resource provides free lessons and resources on WWI.

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Source: https://pixabay.com/photos/somme-thiepval-memorial-wwi-1500226/

The go-to source for Year 9 history classes focused on the First World War! We offer a treasure trove of high-quality, free history lesson plans and high school history resources designed to engage and educate your students. Dive into our extensive library of resources, including:

Source: https://pixabay.com/photos/australia-army-anzac-memorial-1368711/

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Free Year 9 World War One Lessons and Resources

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The go-to source for Year 9 history classes focused on the First World War! We offer a treasure trove of high-quality, free history lesson plans and high school history resources designed to engage and educate your students. Dive into our extensive library of resources, including downloadable history worksheets, self-marking history quizzes, extension activities, plus much more.

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This is a resource I have obtained from a peers Padlet (Mikayla Stevens).

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This is a resource I have obtained from a peers Padlet (Mikayla Stevens). The tool allows students to interview historians.

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Hello History - Chat with AI Generated Historical Figures

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With the help of modern AI & machine learning, we’ve brought historical figures back to life. Now is your chance to ask the questions you’ve always wanted to ask.

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The following link takes you to an Australian Government website that provides activities on the western front for teachers to use.

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Australians on the Western Front 1916 -1918: Educational Activities

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Teaching resource that supports our World War I book, Australian on the Western Front

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Information on Women in WWI. Students must construct a paragraph identifying how women's roles changed in WWI.

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At the time of the First World War, most women were barred from voting or serving in military combat roles. Many saw the war as an opportunity to not only serve their countries but to gain more rights and independence. With millions of men away from home, women filled manufacturing and agricultural positions on the home front. Others provided support on the front lines as nurses, doctors, ambulance drivers, translators and, in rare cases, on the battlefield.

One observer wrote that American women "do anything they were given to do; that their hours are long; that their task is hard; that for them there is small hope of medals and citations and glittering homecoming parades."

On The Homefront

The nations at war mobilized their entire populations. The side that could produce more weapons and supply more troops would prevail in the end. Women took on new roles in the work force, notably in war production and agriculture.

In 1914, the German armaments producer Krupp employed almost no women. By 1917, women made up nearly 30 percent of its 175,000 workers and a nationwide total of nearly 1.4 million German women were employed in the war labor force. Britain also stepped up its arms production by expanding the employment of women. In July 1914, 3.3 million women worked in paid employment in Britain. By July 1917, 4.7 million did. British women served in uniform as well in the Royal Navy and Royal Air Force. In fact, the last known surviving veteran of World War I was Florence Green of the RAF, who died in 2012.

As women took traditional male jobs in the United States, African American women were able to make their first major shift from domestic employment to work in offices and factories. Recent research also shows that a limited number of African American women served overseas as volunteers with the YMCA.

"The women worked as ammunition testers, switchboard operators, stock takers. They went into every kind of factory devoted to the production of war materials, from the most dangerous posts in munition plants to the delicate sewing in aeroplane factories."

- Alice Dunbar Nelson, American Poet and Civil Rights Activist, on African American women's efforts during the war, 1918

But even women in more traditional roles contributed to the war effort. Every housewife in the U.S. was asked to sign a pledge card stating that she would "carry out the directions and advice of the Food Administrator in the conduct of my household, in so far as my circumstances permit." This meant canning food for future use, growing vegetables in the backyard and limiting consumption of meat, wheat and fats. Most of all, women were expected to bolster the morale of their families at home and loved ones overseas.

Doctors, Nurses and Ambulance Drivers

The Salvation Army, the Red Cross and many other organizations depended on thousands of female volunteers. The American Red Cross operated hospitals to care for war casualties, staffed by nurses, hundreds of whom died in service during the war. Thousands of women also served in the U.S. Army Nurse Corps and the Navy Nurse Corps. While the American Expeditionary Forces were still preparing to go overseas, U.S. Army nurses were sent ahead and assigned to the British Expeditionary Force. By June 1918, there were more than 3,000 American nurses in over 750 in British-run hospitals in France.

While nurses were accepted at the Front, women physicians faced obstacles putting their hard-earned skills to work. When these women were rejected from service in the U.S. Army Medical Corps, many sought other opportunities to serve the war effort: as civilian contract surgeons, with the Red Cross or other humanitarian relief organizations and even in the French Army.

The Medical Women's National Association, for example, raised money to send their own doctors overseas to work in hospitals run by the American Red Cross. By the end of the war, nearly 80 women doctors from this organization were at work in the devastated regions of Europe, caring for civilians and soldiers and treating diseases such as influenza and typhoid.

During the last Allied offensive in the summer and fall of 1918, many woman doctors, nurses and aides operated near the front lines, providing medical care for soldiers wounded in combat.

"I had just given this poor boy anesthesia when a bomb hit. We were supposed to hit the floor, but he was out and didn't know what was going on. I took a tray and put it over our heads. It wasn't because I was brave. I was just scared."

- Medical Corps anesthetist Sophie Gran. Gran was one of the first woman anesthetists with the A.E.F. in France and the only woman anesthetist with Mobile Hospital Unit #1. She went on to become the first president of California Association of Nurse Anesthetists in 1931.

The automobile age was just getting underway in WWI, and motorized ambulances became key to medical treatment on the battlefield. Many women who knew how to drive volunteered to go overseas to serve as ambulance and truck drivers or mechanics. They delivered medical supplies, transported patients to hospitals and drove through artillery fire to retrieve the wounded.

Many of the women drivers of the Red Cross Motor Service and other ambulance groups used their own cars, including Marie Curie. Curie invented a mobile X-ray unit, radiological cars nicknamed "little Curies," and ultimately trained 150 women to be X-ray operators on the battlefront, of which Curie herself was one - an act that she believed contributed to her later death from radiation exposure.

Edith Cavell

Learn about the life and death of the British nurse who helped soldiers escape from German-occupied Belgium.

Female Yeoman

Despite thousands of new recruits, the U.S. Navy was short-handed at the beginning of World War I. Vague wording in a section of the Naval Act of 1916 outlining who could serve created a loophole: women were able to join the ranks as Yeomen, non-commissioned officers. Around 12,000 women enlisted in the Navy under the title, "Yeoman (F)."

Most women Yeomen served stateside on naval bases, replacing men who had deployed to Europe. While many female recruits performed clerical duties, some worked as truck drivers, mechanics, radio operators, telephone operators, translators, camouflage artists and munition workers. They had the same responsibilities as their male counterparts and received the same pay of $28.75 per month.

The "Hello Girls"

Aiming to improve communications on the Western front between the Allied Forces, General John J. Pershing called for the creation of the Signal Corps Female Telephone Operators Unit. The unit recruited women who were bilingual in French and English to serve as telephone switchboard operators on the Western front. The women received physical training, observed strict military protocol, wore identity discs and worked very close to the front lines. These female recruits were nicknamed the "Hello Girls" (a term which some of them felt disparaged their efforts) and became known for their bravery and focus under pressure. However, upon their return to the United States after the end of the war, the "Hello Girls" did not receive veteran status or benefits. It wasn't until 1977, when President Jimmy Carter signed legislation, that the few surviving women telephone operators received recognition of their veteran status.

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With millions of men away from home, women filled manufacturing and agricultural positions on the home front.

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Bloom’s Taxonomy - Center for Instructional Technology and Training - University of Florida

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The original Taxonomy of Educational Objectives, commonly referred to as Bloom’s Taxonomy, was created by Benjamin Bloom in 1956, and later revised in 2001. Bloom categorized and classified the cognitive domain of learning into varying levels according to complexity and richness. As you travel up th…

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Bloom's Taxonomy In 5 Minutes | Blooms Taxonomy Explained | What Is Bloom's Taxonomy? | Simplilearn

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This is an online resource that allows students to use the KWL chart on the computer.

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Tiki-Toki Timeline Maker: Beautiful web-based timeline software

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Create beautiful interactive timelines that you can share on the web. The perfect timeline maker for company history timelines and school projects.

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Best Note Taking App - Organize Your Notes with Evernote

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Our note taking app helps you capture and prioritize ideas, projects and to-do lists, so nothing falls through the cracks. Start your free trial today!

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Seesaw creates a powerful learning loop between students, teachers, and families

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Open Canvas

Create, organize, and move freely on an open canvas. Create seamless presentations without the restrictions of linear slides.

Ready-made asset libraries

Choose from millions of images, stickers, GIFs, and icons from Unsplash and Giphy.

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Presentations and videos with engaging visuals for hybrid teams | Prezi Present

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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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Lesson plan to help with development of learning sequence

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Lesson plan to help with development of learning sequence

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Australians at War: WW1 + WW2 - Lessons 7 + 8: Conscription

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Conscription: Australia Divided Learning Intention: We will be learning about why conscription caused a division in Australia Success Criteria: I will be successful when I am able to: define key historical terminology and concepts explain propaganda and how it divided Australia interpret graphs to

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useful for learning sequence on conscription.

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Learning intention

Students are learning to:

interrogate sources in order to extract relevant information in response to historical inquiry

process and synthesise information from primary sources to be used as evidence when making an historical argument

interpret history within the context of the values and attitudes of people in the context of the past

Success criteria

Students will be successful when they can:

summarise the approaches used in the creation of recruitment and later conscription paraphernalia for WWI, in reference to surviving evidence

explain how primary sources reveal the values and attitudes of people at that time in history

Student Activities

NSW Syllabus for the Australian Curriculum History K - 10

HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia

HT5-2 Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia

HT5-4 Explains and analyses the causes and effects of event and developments in the modern world and Australia

Impact of the wars on Australia (ACDSEH096, ACDSEH109)

Students:

Outline the Australian government's control on the home front in both wars for each of the following:
Conscription

Use of government propaganda

Comprehension: chronology, terms and concepts
read and understand historical texts
Analysis and use of sources

identify the origin, content, context and purpose of primary and secondary sources (ACHHS169, ACHHS187)

process and synthesise information from a range of sources as evidence in an historical argument (ACHHS170, ACHHS188)

Perspectives and interpretations
identify and analyse the reasons for different perspectives in a particular historical context (ACHHS172, ACHHS173, ACHHS190, ACHHS191)
Empathetic understanding

interpret history within the context of the actions, values, attitudes and motives of people in the context of the past (ACHHS172, ACHHS173, ACHHS190. ACHHS191)
Cause and effect Perspectives Empathetic understanding Learning across the curriculum

Critical and Creative thinking

Information and communication technology capability

Intercultural understanding

Literacy

Other

What was the significance of World War I to the home front population?

How did WWI impact on Australian government controls related to conscription, propaganda, wartime controls and censorship?

Background notes for teachers and students

Conscription

During 1916 and 1917, two bitter and divisive referendums were conducted on the issue of conscription at the height of WWI.

Compulsory military service had been part of Australian life before the declaration of war in 1914. Shortly after Federation, the Defence Acts of 1903 and 1904 provided that men between 18 and 60 should be liable for service in time of war, but this legislation also prohibited members of the military forces from serving beyond the limits of the Commonwealth and Commonwealth territories, "unless they voluntarily agree[d] to do so" (Defence Act 1903, s. 49).

As such, at the beginning of WWI Australian troops fighting overseas enlisted voluntarily. In the early stages of the war, voluntary enlistment numbers were so high as to provide more than enough men to support Australian efforts, with recruitment officers forced to turn people away. However, as the enormity of Australian casualties on the Western Front became known in Australia and as no quick end to the war seemed likely, the number of men volunteering fell steadily. Australians began to realize that this war was not going to be a short and glorious affair. By 1916, the Australian Imperial Force (AIF) faced a shortage of men.

Sustained British pressure on the Australian Government to ensure its divisions were not depleted, and recruiting targets not being met, Prime Minister William Hughes reached the conclusion that conscription would be necessary to raise the required number of reinforcements. With conscription strongly opposed by his own party in the senate, Hughes decided to ask the people in a referendum if they would agree to a proposal requiring men undergoing compulsory training to serve overseas.

The issue stimulated bitter and divisive argument within Australian society. The debate featured censorship, propaganda, mass rallies and union strikes. A new battle, this time on the home front, had broken out. In this battle, the government ruthlessly used the machinery of state under the War Precautions Act 1914 to censor debate, seize opposing propaganda and repress opposition. Furthermore, the government brought in a requirement for all single men aged between 18 and 42 to present themselves for military service, even those rejected for service overseas, in 1916.

The referendum was held on 28 October 1916 and resulted in 1 087 557 votes for and 1 160 033 against. Whilst the referendum was defeated, the government stepped up its enlistment drive, with large segments of the media also pushing similar messaging. Newsreels in cinemas showed battleships loaded with cheering soldiers leaving port, scenes of French cafes and mateship in the trenches and an array of posters and advertisements pushed guilt buttons.

The political ramifications of the defeat for conscription for overseas service went to the heart of Parliament. William "Billy' Hughes, expelled from the Labor party in November 1916, was followed by 23 others to form the United Labor Party. With the support of the then Opposition he formed a new ministry, and in the general elections of 5 May 1917 the new Nationalist Party (a merger of National Labor and the Liberals) was victorious, with Hughes as Prime Minister.

Pressure from Great Britain continued to be exerted on Australia, however, and faced with further declines in voluntary enlistment, Hughes opted for another referendum on conscription in December 1917. This time, a modified proposal was submitted to Australian voters with a plan to conscript for overseas service only enough men to make up a total of 7 000 men a month. The campaign was bitter, and arguments split communities as both sides trotted out their campaigns. Newspapers and magazines of the time demonstrate the concerns, arguments, and passion of Australians in debating this issue.

When the vote came around on 20 December, Australia again voted against conscription, with the 'no' vote increasing slightly in most states.

Perhaps most poignantly, conscription for overseas service was rejected by the men in the war zones. Reasons given included 'nobody should be made to come to this', 'every man should be able to make up his own mind' and 'if they have to be forced to come they won't be much good over here'.

The decisive defeat of the second referendum closed the issue of conscription for the remainder of the war.

Related content

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Students work closely with graphic materials and newspaper articles from WWI, analysing how recruitment and conscription paraphernalia and news reports reveal the values and attitudes of people at that time.